AY Temporary Faculty Pool - University Coach; Supervisor): PK-ECE Specialist Instructio

Department Overview

The Literacy, Early, Bilingual, and Special Education Department (LEBSE) offers courses for the preparation and professional development and advancement of Pre‑K‑12 teachers. At the preliminary credential level, the department provides coursework and support for the PK‑3 ECE Specialist Instruction Credential Program, Multiple Subject and Single Subject Programs, and the Education Specialist Credential Program, which offers a combined program for both the Mild‑to‑Moderate and Extensive Support Needs Credentials.

LEBSE also provides courses and supervision for the Bilingual Authorization Program. Additionally, the department currently houses four (4) graduate programs:
Literacy, Early Education, Multilingual/Multicultural, and Special Education, and two advanced credentials:
Reading Literacy and Leadership Specialist Credential and the Early Childhood Specialist Credential. The department prides itself in having faculty who are actively involved in teaching, scholarship, service, and grant leadership.

The University Coach (Supervisor) is a faculty member of the LEBSE Department, butes Credential Candidates for the PK‑3 ECE Specialist Instruction Credential Programs. They are assigned Teacher Credential Candidates by the Office of Clinical Practice. Serving as a liaison between the University and the cooperating schools, they provide the schools and Mentor Teachers with information about the Teacher Credential Candidates and the PK‑3 ECE Specialist Instruction Credential Program.

In turn, they communicate the cooperating schools’ suggestions and their needs to the University for improvement of the PK‑3 ECE Specialist Instruction Credential Program.

PK‑3 ECE University Coaches (Supervisors) should be credentialed, or hold a Master Teacher or higher‑level Child Development Permit, or have equivalent expertise such as an advanced degree or other evidence of professional competence and expertise in the field of early childhood education. The University Coach (Supervisor) should also have recent professional experiences in early childhood settings where the curriculum aligns with California’s Preschool Learning Foundations and Curriculum Frameworks.

Temporary faculty members are responsible for adherence to and implementation of university and system‑wide policies as directed per Academic Policy Manual 306, paragraph
2. Instructors are responsible for the preparation, delivery, conducting, proctoring, and grading (as appropriate) lectures, office hours, homework assignments, quizzes, class projects, and midterm and final exams. All classes must be offered and meet as scheduled throughout the entire semester, in the mode assigned and listed in the schedule of classes (i.e. asynchronous, synchronous, in‑person, or hybrid).

• Meet with Mentor Teachers for an orientation to go over course requirements and discuss expectations, roles, and co‑teaching during the first two weeks of the semester or after student teaching begins. Orientation can occur as a “triad” meeting involving the Teacher Candidate, Mentor Teacher, and University Coach (Supervisor).
• Make regular visits to the school site for the purpose of meeting with Teacher Candidates, Mentor Teachers, Administrators/designee, or visiting/observing Teacher Candidates. Visits include holding small group, individual, or virtual discussions to review pertinent information. University Coaches may enhance communication and contacts with teacher candidates via phone, webinar, online community, etc.
• Complete a minimum of six formal lesson observations using scripted field notes or an observation rubric based on the California Teacher Performance Expectations (TPEs). At least four observations must be in‑person; the remaining two may be synchronous/asynchronous video observations. Has a debriefing meeting with the candidate after each observation to guide candidate’s reflection on the lesson and provide feedback.
• Be available and maintain communication with the Teacher Candidate and Mentor Teacher throughout the entire semester to ensure that the candidate is progressing; provide feedback on growth areas.
• Review…